Effect of video feedback on students’ feedback use in the online learning environment

Yigit, Mehmet Fatih; Seferoğlu, Süleyman Sadi

doi:10.1080/14703297.2021.1966489

Cited by 9 publications

(5 citation statements)

References 38 publications

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“…Despite feedback being universally acknowledged as a critical factor in educational success, its effective delivery and reception by students remain challenging (Carless & Winstone, 2023;Hattie & Timperley, 2007;Yiğit & Seferoğlu, 2023). Earlier studies have investigated how ESB and NESB educators provide feedback to their students (Bal-Gezegin, 2015;Hyland & Anan, 2006;Porte, 1999;Sheorey, 1986;Shi, 2001).…”

Section: Literature Reviewmentioning

confidence: 99%

“…In this approach, educators use various technologies to provide comment on students' work (Munshi & Deneen, 2018). Such technologies can be categorised broadly into: text (Cheng & Zhang, 2021;Elola & Oskoz, 2016); audio (Cavaleri et al, 2019;Hennessy & Forrester, 2014;Mahoney et al, 2019); video (Cavaleri et al, 2019;Crook et al, 2012;Yiğit & Seferoğlu, 2023); screencast (Anson et al, 2016;Wood, 2023); and AI-feedback (Hooda et al, 2022;Rad et al, 2023)-all of which resonate with learning styles in the VARK model, namely visual, auditory, read/write, and kinaesthetic (Fleming & Mills, 1992).…”

Section: Modes Of Communicating Feedback and Processesmentioning

confidence: 99%

“…Audio, video and screencast technologies have been utilised to obviate the drawbacks of written modes of feedback (Cavaleri et al, 2019;Payne et al, 2022). The combined use of video and text feedback was reported to be more effective in encouraging students to engage with, and apply the feedback to, their assignments (Yiğit & Seferoğlu, 2023). Moreover, screencast feedback has been identified as more workload-sustainable than text-only methods (Dawson et al, 2018).…”

Section: Modes Of Communicating Feedback and Processesmentioning

confidence: 99%

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Artificial Intelligence Use in Feedback: A Qualitative Analysis

Pang,

Kootsookos,

Cheng

2024

JUTLP

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Feedback, particularly the formative or ‘feed-forward’ type is important for students in higher education to understand their errors and improve their expression and clarity of ideas. While technology-assisted feedback modes, e.g., audio or video are prevalent, ensuring their efficacy and succinctness, particularly for non-English-speaking background (NESB) educators can be challenging. This study investigates the attitudes and experiences of NESB educators in the School of Engineering of RMIT University, with a focus on their use of AI-assisted tools for providing feedback to students in higher education settings. Utilising a survey, the researchers examined how personal and linguistic attributes influenced feedback strategies and explored the educators' perspectives on integrating AI tools, such as ChatGPT and BARD, in their teaching practice and to enhance student engagement with the feedback they received. Through thematic analysis the findings reveal that personal background and linguistic proficiency significantly influenced the provision of feedback. Furthermore, even though educators had different levels of familiarity with AI-assisted tools, there was a general consensus on the potential utility of these tools for improving feedback provision. These will require targeted staff training, careful human oversight to ensure quality and avoid bias, and customised AI training to align feedback with individual teaching styles.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Modes Of Communicating Feedback and Processesmentioning

confidence: 99%

Section: Modes Of Communicating Feedback and Processesmentioning

confidence: 99%

See 1 more Smart Citation

Artificial Intelligence Use in Feedback: A Qualitative Analysis

Pang,

Kootsookos,

Cheng

2024

JUTLP

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“…As students will likely find difficulties in writing, such as selecting appropriate vocabulary, using correct grammar, using correct writing mechanics, and creating coherence and unity essays (Brown, 2001). During the covid-19 pandemic, students have to adjust to the new way of delivery through several learning platforms such as Flip classroom (Wu et al, 2020), Edmodo (Yavuz et al, 2020), automated feedback application (Cheng & Li, 2020;Cunningham & Link, 2021;Yiğit & Seferoğlu, 2021) and google docs (Neumann & Kopcha, 2019), Automated Writing Evaluation (AWE) (Karpova, 2020;Tian & Zhou, 2020). Those applications are used to track students writing, and writing progress, facilitate collaborative work, and asses students' writing product.…”

Section: Online Writing Classmentioning

confidence: 99%

Online Writing Instruction in Indonesia: Causes of anxiety problems and strategies of solutions

2023

pegegog

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Online learning brings EFL students the new experience of writing instruction. On the one hand, the new experience in online learning may lead to excitement; on the other hand, it may also result in problems such as anxiety. The current study aims at tracing the students' writing anxiety levels, identified the causes of anxiety problems, and put forward strategies of solutions. The results of the data analyses show that out of 149 students involved in this study, 115 students had a high level of writing anxiety and the other 35 students were of medium and low levels of anxiety. The results of the study also indicated that anxiety problems were predominantly caused by time constraints (3.92), linguistic factors (3.70), and feeling afraid of negative evaluation from peers and the teacher (3.63). Furthermore, students also reported conditions that made their writing skills stagnant, for instance, limited writing practice (3.57), insufficient writing technique (3.57), and shortage of feedback (2.81). The qualitative data revealed that numerous strategies implemented by highly anxious students to reduce their writing anxiety in online writing instruction include doing more linguistics activities, doing self-anxiety treatment, implementing writing techniques, building resources, and increasing their self-confidence. Understanding the numerous causes of anxiety, further research may investigate teachers' strategies to help students reduce their anxiety.

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“…Bilişim teknolojilerindeki gelişmeler, burada ifade edilen metin temelli dönütlerin sınırlıklarını ortadan kaldırmak için birtakım yeni yol ve yöntemler ortaya çıkarabilirÖrneğin, video formatında verilen dönütler, (Race, 2001) öğrencilere daha etkili geri bildirim sağlayabilir (Fukkink, Trienekens ve Kramer, 2011;Stannard, 2008;Yiğit, 2021a;Yiğit, 2021b). Ancak video dönüt içeriklerinin teorik, pratik ve pedagojik uygunluğunu inceleyen az sayıda çalışma bulunmaktadır.…”

Section: Introductionunclassified

Video Dönütlerin Mesleki Beceri Eğitimi Öğrencilerinin Yansıtıcı Düşünme Becerilerine Etkisi

Arslankara,

Seferoğlu

2024

Ahi Evran Üniversitesi Sosyal Bilimler Enstitüsü Dergisi

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Bu çalışmanın amacı mesleki beceri eğitimi alan lise öğrencilerine verilen video dönütlerin onların yansıtıcı düşünme becerilerine olan etkisini incelemektir. Bu kapsamda bir meslek lisesindeki 11. sınıf öğrencilerinden oluşan biri deney diğeri kontrol grubu olmak üzere iki grupla öntest sontest kontrol gruplu seçkisiz desende deneysel bir çalışma gerçekleştirilmiştir. Oryantasyon çalışması ile birlikte toplamda 7 hafta süren çalışmada öğrencilere alanları doğrultusunda üç tane performans beceri görevi verilmiştir. Her görevin ardından ders öğretmeni tarafından, gerekli düzeltmelerin yapılmasını sağlamak üzere video dönütler çekilerek öğrencilere iletilmiştir. Çalışma grubunda 11 deney, 11 kontrol grubu öğrencisi olmak üzere toplam 22 kişi bulunmaktadır. Araştırma verileri Kızılkaya ve Aşkar (2009) tarafından geliştirilen Problem Çözmeye Yönelik Yansıtıcı Düşünme Becerisi Ölçeği ile toplanmıştır. Elde edilen veriler üzerinde uygulanan normallik testi sonuçlarına göre veriler normal dağılım sergilemediğinden parametrik olmayan testler kullanımıştır. Araştırmada iki temel soru bulunmaktadır. Bunlardan birincisi, deney ve kontrol grubu öğrencilerinin yansıtıcı düşünme becerileri açısından aralarında anlamlı bir farklılık olup olmadığı, diğeri ise deney ve kontrol grubu öğrencilerinin yansıtıcı düşünme becerileri ölçeğine ait öntest ve sontest puanları açısından gruplar lehine anlamlı bir farklılık olup olmadığı şeklindedir. Yapılan analizler neticesinde video dönüt alan öğrencilerin yansıtıcı düşünme beceri düzeyleri daha yüksek çıkmış olup bu sonuç istatistiksel olarak anlamlıdır. Alt boyutlar yönüyle değerlendirildiğinde yalnızca değerlendirme boyutunda anlamlı bir sonucun ortaya çıktığı görülmüştür. Aynı şekilde video dönüt alan öğrencilerin sontest puanları öntest puanlarından daha yüksek çıkmış olup bu sonuç da istatistiksel olarak anlamlı bulunmuştur.

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Effect of video feedback on students’ feedback use in the online learning environment

Cited by 9 publications

References 38 publications

Artificial Intelligence Use in Feedback: A Qualitative Analysis

Artificial Intelligence Use in Feedback: A Qualitative Analysis

Online Writing Instruction in Indonesia: Causes of anxiety problems and strategies of solutions

Video Dönütlerin Mesleki Beceri Eğitimi Öğrencilerinin Yansıtıcı Düşünme Becerilerine Etkisi

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